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Chapter Two Literature Review

2.1 Overview of Cognitive Style
2.1.1 Learning Style
Modern pedagogy and psychology have divided individual’s characterdifferences into three parts: intelligence and knowledge, achievement motivation andcorresponding personality traits, and learning style. The role of the learning style inlearning process is much more direct in these three individual’s characters. Theauthority of learning style research in US, Mr. and Mrs. Dunn think that learning styleshowed students’ attention and try to grasp and remember new or difficult knowledgeand skills (Tan Dingliang, 1995:9). The chairman of the Association of SecondarySchool Principals in United States (Keefe) believes that learning style is a specific,cognitive, emotional, and psychological behavior of learners (Tan Dingliang, 1995:9).Keefe divided learning style into three categories: cognitive style, emotional style,and physiological style. Cognitive style is an indispensable element of learning style.
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2.2 Overview of Field Independence and Field Dependence
“Field” was a concept of physics, as a term in psychology, it refers to theoriginal visual field, and the idea here is similar to the context or background. Theconcept of cognitive psychology refers to a kind of perception, or to be more abstract;it seems like a series of thoughts. The ideas and emotions are expressed in particularproblem. Psychologists found that human show different dependence on externalReference and information processing in cognitive activity through a series ofexperiments for two cognitive styles: Filed-independence and Field-dependence. Itcan be distinguished by psychological experiment to judge one’s cognitive style. Thekey point of the experiment is whether the participants’ center of attention can beseparated from background. Field-independence cognitive style refers to having theability to distinguish the specific item in the visual field with full of scrambled items.People who are field-independence often looked at the problems with catalyticalvision; they can distinguish the particular item from background. It tends to be basedon internal reference to determine individual behavior. Field-independence person isinterested in abstract theory and principles, and his perception is more stable, and it isnot easy to change due to the change of background. It is more independent, and canrestructure the information independently. Field-independent usually show theiranalytic, attentive sentence pattern as well as ability to people imitate and practiceability in foreign language teaching. Relevant research data indicated that,physiologically, children with continuous growth and maturity, the field-independencefeature have been enhanced; in addition, men show more characteristics of thefield-independence than women.
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Chapter Three Research Design and Method ........25
3.1 Research Purpose........25
3.2 Research participants ........25
3.3 Research Questions...........26
3.4 Research Instruments........26
3.4.1 Embedded Figures Test........27
3.4.2 English Proficiency Test for the Four Basic Language Skills ......27
3.5 Research Procedures .........28
Chapter Four Data Analysis and Research Results.....30
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